The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index; 15 of the 36 sources its claims cite were checked for support.
Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach
Open accessAbstract
Abstract The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors (frequency of use of the FL in class and unpredictability), and how all these variables jointly affect leaners’ FL achievement. Participants were 332 FL learners from all over the world studying a wide variety of FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB. Teacher behaviors positively affected FLE, with no discernible effect on FLB or FLCA. Only FLCA was found to have a (negative) effect on academic achievement. The study confirms the complex relationship between teacher behaviors and positive emotions in the FL classroom.
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Claims the paper makes
22 Own result · 13 Sources not found · 12 Own interpretation · 8 Own method · 7 Partly supported · 3 Supported · 2 Supported so far · 2 Not checked yet · 1 No basis given · accuracy not yet measured
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“However, single-item measures can be a valid, psychometrically sound alternative to multi-item measures (Fuchs & Diamantopoulos, 2009;Petrescu, 2013).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Data Analysis
What the sources say
- Not checked — no full text of the sourcecites Fuchs & Diamantopoulos, 2009
- Supportedcites Petrescu, 2013 source
The ‘Arguments pro single-item measures’ section reports that single-item measures can have good reliability and, for certain concrete constructs, predictive validity equal to multi-item measures. This supports the qualified claim that they can be a psychometrically sound alternative, rather than that they always are. (LLM, conf=0.90)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“which has since been confirmed in a recent metaanalysis of k = 47 studies (r = -.32;Botes et al., 2022).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions: Definitions and Interactions
What the sources say
- Partly supportedcites Botes et al., 2022 sourceExperimental — accuracy not yet measured
Section 4.2 reports a significant negative correlation between foreign language enjoyment and anxiety, supporting the direction of the claim. But the reported estimate is r = -.31 from k = 46 effect sizes, not r = -.32 from 47 studies; the Discussion repeats r = -.31 and k = 46. Our copy provides no page number for these passages. (LLM, conf=0.93)
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“The authors found that the pupils from two secondary schools in London with the highest level of FLE reported more positive attitudes toward the FL and the FL teacher.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Supportedcites Dewaele et al. (2018) source
The Participants and Demographics section (p. 6) identifies 189 students from two schools in Greater London. The Conclusion (p. 13) links positive attitudes toward both the foreign language and its teacher to higher FLE; the teacher-centred results (p. 9) also report that students with very favourable attitudes toward their teacher had significantly higher FLE. (LLM, conf=0.93)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only FLCA was found to have a (negative) effect on academic achievement.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The last mark that participants reported for a test or exam in their foreign language class accurately reflects their foreign language academic achievement.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model achieved close fit as indicated by the RMSEA (.068) and SRMR (.057), which were both below the cut-off of .08 (Kenny, 2020).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“No statistically significant effect was found between teacher unpredictability and FLCA (p > .05).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Neither FLE nor FLB had a statistically significant effect on academic achievement in the FL.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast to the findings of the fourth hypothesis, the only statistically significant path found between the emotion variables and academic achievement was in the impact of FLCA on academic achievement (β = -.145;p < .01).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As Figure 2 demonstrates, a number of hypothesised paths in the model were statistically insignificant (see Table 3 for overview of hypotheses).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 31
- Probably not a substantial claim. 12
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“More specifically, pupils liked teachers who used the FL frequently in class, who were unpredictable, and who gave students the opportunity to speak up.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Partly supportedcites Dewaele et al. (2018) sourceExperimental — accuracy not yet measured
The results (pp. 9–10) link more frequent teacher use of the foreign language, lower teacher predictability, and more student speaking time with higher foreign-language enjoyment. But they do not establish that pupils *liked the teachers* with those characteristics: liking the teacher and enjoyment of the class were measured separately. The speaking-time relationship also reversed beyond about 50–60% of class time. (LLM, conf=0.86)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“In contrast, FLCA has been negatively associated with the attitude towards the FL (Dewaele & Proietti Ergün, 2020) and a general motivation to learn the target language (Liu & Huang, 2011;Liu & Cheng, 2014;Neisi & Yamini, 2009).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Attitude/Motivation
What the sources say
- Supportedcites Dewaele & Proietti Ergün, 2020 source
Section 2.1 reports that foreign language classroom anxiety (FLCA) was linked to negative attitudes toward the foreign language. The paper’s own Results (§5.2; page unavailable) also find a negative correlation between FLCA and the combined attitudes/motivation measure in Italian and English. In the citing sentence, this source is attached to the attitude claim; other sources are cited for general motivation. (LLM, conf=0.93)
- Supportedcites Liu & Huang, 2011 source
Liu and Huang is cited for the association with motivation, not the separate attitude claim, which cites Dewaele and Proietti Ergün. The Conclusions and Implications section reports a significant negative correlation between foreign language anxiety and English learning motivation among the students studied. (LLM, conf=0.92)
- Not checked — no full text of the sourcecites Liu & Cheng, 2014
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“The importance of the teacher was further highlighted in Dewaele and Li (2021) where mediation analysis showed that teacher enthusiasm strongly affected the learning engagement of Chinese EFL learners.”
- Also stated in: § FL Emotions and Teacher-Related Variables · plain
“Moreover, FLE and FLB were found to mediate the effect of participants' perceived teacher enthusiasm on their own engagement (positive for FLE and negative for FLB).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Supportedcites Dewaele and Li (2021) source
Split into 2 atoms — 2 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § FL Emotions and Teacher-Related Variables · plain
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The pattern was confirmed in Dewaele, Franco Magdalena et al. (2019) who found that teachers' characteristics predicted twice the amount of variance in FLE than in FLCA among Spanish EFL learners.The teacher's friendliness and skill emerged as the strongest predictors of FLE.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Partly supportedcites Dewaele, Franco Magdalena et al. (2019) sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Previous research has found positive relationships between FLE and attitude towards the FL (Dewaele and Dewaele, 2017;Dewaele, Özdemir et al., 2019;De Smet et al., 2018;Jiang and Dewaele, 2019) as well as motivation to learn (Lee & Lee, 2021;Zhang et al., 2020).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Attitude/Motivation
What the sources say
- Supportedcites Dewaele and Dewaele, 2017 source
The Literature Review states that higher FLE was linked to more positive attitudes towards the foreign language. This citation appears in the attitude clause; the separate motivation-to-learn clause cites other sources. (LLM, conf=0.93)
- Not matchedcites Dewaele, Özdemir et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites De Smet et al., 2018 sourceExperimental — accuracy not yet measured
In §4.2 and §5.2 (page unavailable), the paper reports greater classroom enjoyment when pupils learn English rather than Dutch and notes that perceptions of English are more favorable. This is consistent with the cited part of the sentence, but the paper does not report a measured relationship between individual pupils’ enjoyment and their attitudes toward the foreign language. The motivation-to-learn clause is attributed to different citations. (LLM, conf=0.79)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“with teacher behaviour such as enthusiasm, understandability, support, comprehensibility, and pace linked to positively to positive academic emotions such as joy and negatively to negative emotions such as anxiety and boredom (Becker et al., 2014;Goetz et al., 2013;Lei et al., 2018).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not checked — no full text of the sourcecites Becker et al., 2014 source
- Partly supportedcites Goetz et al., 2013 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
- Partly supportedcites Lei et al., 2018 sourceExperimental — accuracy not yet measured
The Introduction’s discussion of teacher support and academic emotions says that greater teacher support is associated with more enjoyment and less anxiety or boredom. The Methods > Coding table also includes a study of teacher support and enjoyment in mathematics lessons. These passages do not establish the claimed links for enthusiasm, understandability, comprehensibility, or pace as distinct teacher behaviours. Page numbers are not available in our copy. (LLM, conf=0.88)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“some initial recent findings have reported a negative relationship between FLCB and motivation to learn the FL (Kruk, 2016;Kruk, 2022;Pawlak et al., 2021).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Attitude/Motivation
What the sources say
- Partly supportedcites Kruk, 2016 sourceExperimental — accuracy not yet measured
The Results and Discussion (sections 3.4 and 4; page numbers unavailable) report that motivation and boredom followed broadly inverse patterns during English-learning sessions in Second Life. The paper says this *might* indicate a relationship; it does not establish a negative relationship for foreign-language classroom boredom generally. (LLM, conf=0.84)
- Not matchedcites Kruk, 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Pawlak et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A meta-analysis of studies that linked FLE and academic achievement in the FL revealed moderate positive correlations between FLE and academic achievement (r = .30,k = 28, N = 8,883), and between FLE and self-perceived achievement (r = .27,k = 9, N = 4,810; Botes et al., 2022).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Academic Achievement
What the sources say
- Partly supportedcites Botes et al., 2022 sourceExperimental — accuracy not yet measured
The Discussion and Results §4.4 report a moderate positive correlation between FLE and academic achievement (r = .30, k = 28), but give N = 8,899, not the claimed 8,883. The Discussion gives the claimed self-perceived achievement figures (r = .27, k = 9, N = 4,810), although Results §4.5 instead gives N = 4,556. Page numbers are unavailable in our copy. (LLM, conf=0.90)
plaincorrelationaln = 8,883- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“They found a statistically significant negative correlation between the two emotion variables, which has since been confirmed in a recent metaanalysis of k = 47 studies (r = -.32;Botes et al., 2022).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions: Definitions and Interactions
What the sources say
- Supportedcites Dewaele and MacIntyre (2014) source
The Discussion explicitly reports a statistically significant negative correlation between foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). It adds that they shared 12.9% of their variance. The separate meta-analysis claim is attributed to Botes et al. (2022), not to this source. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teacher behaviours positively affected FLE, with no discernible effect on FLB or FLCA.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, the CFI (.933) and TLI (.921) were both above the minimum limit of .90(Kenny, 2020), further indicating close fit.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In contrast, the chi-square was significant (χ 2 (217) = 549.99;p < .001),with a χ 2 /df ratio (2.52) of >2.0, implying poor fit (Byrne, 1998).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The research design and questionnaire obtained approval from the ethics committee in the first author's research institution.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Short-Form Foreign Language Enjoyment Scale (ω = .895;α = .875).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Instruments
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Foreign Language Classroom Boredom Scale (ω = .944;α = .943).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Instruments
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants' consent was obtained at the start of the survey that was posted online using Googledocs.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Short-form Foreign Language Classroom Anxiety Scale (ω = .884;α = .893).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Instruments
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Analysis of the qualitative data revealed a curvilinear relationship between control appraisal and FLB:”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not matchedcites Li (2021)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Similarly to FLCA, FLCB has been linked to lower levels of academic achievement, as well as lower levels of perceived achievement (Li et al., 2021;Shao et al., 2020).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Academic Achievement
What the sources say
- Not matchedcites Li et al., 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Shao et al., 2020 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“However, a regression analysis revealed that FLCA was the only significant predictor for test scores, whereas FLE and FLB predicted perceived achievement.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Academic Achievement
What the sources say
- Not matchedcites Li and Han (2022)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Li (2021) found that different control-value appraisals predicted FLB uniquely or interactively and that different types of appraisals occurred simultaneously and interacted in predicting FLB.Intrinsic value appraisal turned out to be a much stronger predictor of FLB than control and extrinsic value appraisals.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not matchedcites Li (2021)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The authors found significant negative correlations between students' FLE and FLCA, between FLE and FLB, and a significant positive correlation between FLCA and FLB.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions: Definitions and Interactions
What the sources say
- Not matchedcites Li and Han (2022)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Structural equation modeling results showed that the three emotions that learners experienced at Time 1 predicted their English achievement at Time 2 but that FLE was the strongest and most enduring predictor (in contrast to the result of Li and Han (2022)), with FLCA being a negative predictor at Time 2 and Time 3, while the negative effect of FLB faded completely over time.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Academic Achievement
What the sources say
- Not matchedcites Li and Wei (2022)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Mixed-effects regression analyses on FLE revealed significant main effects of all three teacher behaviours (R 2 = 26.2%).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not matchedcites Dewaele et al. (to appear)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“A broadly similar pattern emerged among Chinese undergraduate EFL learners in Jiang and Dewaele (2019).Attitudes towards the teacher, teacher's joking and friendliness -but not teachers' un/predictability were strong predictors of FLE.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not matchedcites Jiang and Dewaele (2019)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“SEM was chosen as the method to examine the data above the use of multiple regression or simple correlations, as the method allowed for the latent modelling of variables with measurement error taken into account (Ullman & Bentler, 2012).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Data Analysis
What the sources say
- Not matchedcites Ullman & Bentler, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“A follow-up study by Dewaele and Dewaele (2020) on a subsample of pupils in the same database who had two different teachers for the same FL revealed that FLE was significantly higher with the main teacher than with the second teacher and that scores for attitude toward the teacher, teacher's frequency of use of the FL in class, and unpredictability were significantly higher for the former.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Teacher-Related Variables
What the sources say
- Not matchedcites Dewaele and Dewaele (2020)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“FLE was found to have independent positive predictive effects on actual English test scores and perceived learning achievement, while FLB and FLCA had negative predictive effects.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > FL Emotions and Academic Achievement
What the sources say
- Not matchedcites Li and Han (2022)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Awakening students' interest in the FL and culture and thus shaping their attitude toward the FL can have both direct and indirect beneficial effects on their achievement.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The use of the target FL in the FL classroom therefore only seems to impact the positive emotion of enjoyment and has no effect on either anxiety or boredom in the FL learning context.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Attempts to alleviate FLCA in testing and examinations may have a positive effect on results.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
In the paper
“However, the chi-square has been found to be particularly sensitive to sample size and large correlations between factors, which may result in Type 1 errors (Kenny, 2020).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
What the sources say
- Not matchedcites Kenny, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A degree of unpredictability in the FL class, combined with abundant use of the FL seem to boost FLE and lower FLB without actually affecting FLCA.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings suggest that FLE, FLCA and FLB are interconnected and are differentially shaped by a learner-internal variable (attitude towards the FL) and by teacher behaviours such as frequency of use of the FL in class and unpredictability, which in turn determines learners' achievement.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Conclusion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the proposed model was found to closely fit the data and support was found for the majority of hypothesised relationships.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, the bulk of fit indices indicated close fit and the model is therefore accepted as an adequate representation of the data.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Secondly, several variables were measured utilising a single item.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“As Botes et al. (2020a) emphasised, we cannot exclude the possibility that the causal relationship between emotions and attitudes could also go the other way: learners with a more positive attitude toward the FL are more likely to feel happy and excited in the FL class, which may, in turn, strengthen their positive attitude towards the language and the culture.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
What the sources say
- Not matchedcites Botes et al. (2020a)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Lastly, we acknowledge that other independent variables that were not included in the current study for reasons of economy may also contribute to the relationships we observed.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
The last mark that participants reported for a test or exam in their foreign language class accurately reflects their foreign language academic achievement.
“Achievement was measured through a single item asking FL learners to provide the last mark received for a test/exam in their FL class in percentage.”
The paper relies on this without support.
The associations observed in the cross-sectional model reflect causal effects in the directions specified by the model.
“Teacher FL use had a significant positive effect on FLE (β = .133;p < .01).”
“The findings suggest that FLE, FLCA and FLB are interconnected and are differentially shaped by a learner-internal variable (attitude towards the FL) and by teacher behaviours such as frequency of use of the FL in class and unpredictability, which in turn determines learners' achievement.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“These patterns correspond to the ones uncovered in previous research on both WEIRD and non-WEIRD populations (Dewaele, Botes, et al., 2023; Dewaele, Albakistani, et al., 2022; Li, 2022; Li & Han, 2022; Li et al., 2022).”
From A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement (2023) · cites this paper as Dewaele, Botes, et al., 2023
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Abstract
“Teacher behaviours positively affected FLE, with no discernible effect on FLB or FLCA.”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
“Teacher unpredictability → FLB -.199 < .01”
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
“FLB → attitude FL .268< .001”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
“FLB negatively influenced FL learner's target FL attitude (β = -.268;p < .01).”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
“a significant negative effect on FLB (β = .199;p < .01).”
§ Sources and effects of Foreign Language Enjoyment, Anxiety and Boredom: A Structural Equation Modelling Approach > Structural Equation Modelling
“Teacher unpredictability → FLB -.199 < .01”
Citations
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Foreign Language Classroom Anxiety
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The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
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Cited by
Sorted by citations
Dewaele, J.-M., Botes, E., & Meftah, R. (2023) · Annual Review of Applied Linguistics · doi:10.1017/s0267190523000016 · Cited by 207
“The unidimensional eight-item measure is a shortened form of the original Foreign Language Classroom Anxiety Scale designed by Horwitz et al. (1986), shortened in Dewaele and MacIntyre (2014), and recently validated by Botes, van der Westhuizen, et al. (2022).”
MethodResultInfluentialSelf-citationLiu, H., Li, X., & Yan, Y. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2223171 · Cited by 104
Li, X., Duan, S., & Liu, H. (2023) · Sustainability · doi:10.3390/su151310205 · Cited by 86
“These three dimensions of students’ perceived EFL teacher support might only indirectly predict their academic achievement via the mediating roles of academic engagement [34,35,48] or academic emotions [49,50].”
BackgroundWang, H., Wang, Y., & Li, S. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1098916 · Cited by 84
“Nonetheless, few studies have been undertaken to delve into how FLE, FLCA, and FLLB are associated with achievement (Dewaele et al., 2022; Li and Han, 2022; Li and Wei, 2022), leaving their relationships largely underexplored.”
BackgroundInfluentialLi, C., Feng, E., Zhao, X., & Dewaele, J. (2024) · Studies in Second Language Acquisition · doi:10.1017/s0272263124000366 · Cited by 61
“Datasets 1 and 2 were used in prior studies by Li, Dewaele et al. (2023), and Zhao and Wang (2023), and the other two are novel ones.”
InfluentialSelf-citationFathi, J., Pawlak, M., Kruk, M., & Naderi, M. (2023) · Language Teaching Research · doi:10.1177/13621688231182176 · Cited by 66
“Although previous empirical studies have revealed a bidirectional relationship between FLE and boredom (e.g. Dewaele et al., 2023), we opted for a unidirectional path from FLE to boredom following the Broaden-and-Build Theory.”
InfluentialZhao, X., & Wang, D. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2194872 · Cited by 64
Achievement emotions and control-value appraisals in foreign language learning
Li, C., Pawlak, M., & Kruk, M. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2183961 · Cited by 58
The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis
Wang, P., Ganushchak, L. Y., Welie, C., & van Steensel, R. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09946-2 · Cited by 80
“…et al., 2016a; Pishghadam, Zabetipour, et al., 2016a, 2016b) to cross-sectional and longitudinal case studies and surveys (e.g. Alrabai, 2015; Dewaele et al., 2023a, b; Pan & Zhang, 2023; H. Yu & Lowie, 2020; Q. Yu, 2022)—often provided snapshot(s) of the emotional landscape at specific…”
Wang, C., Li, X., & Zou, B. (2025) · European Journal of Education · doi:10.1111/ejed.70054 · Cited by 58
Dewaele, J., Guedat‐Bittighoffer, D., & Dat, M. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12607 · Cited by 68
Self-citationDomain-Specific L2 Grit, Anxiety, Boredom, and Enjoyment in Online Chinese Learning
Zhao, X., & Wang, D. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00777-3 · Cited by 53
“…theory (Fredrick-son, 2001), the investigation of both positive and negative emotions such as FLE, FLLB, and FLA has gradually shed light on their facilitating or hindering effects on L2 learning across different contexts (Dewaele et al., 2023a, 2023b; Li et al., 2023; Shao et al., 2023).”
InfluentialWang, X., & Hui, L. (2024) · System · doi:10.1016/j.system.2024.103418 · Cited by 50
Can personality predict foreign language classroom emotions? The devil’s in the detail
Botes, E., Dewaele, J., Greiff, S., & Goetz, T. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263123000153 · Cited by 48
“…have been found to affect the learning process and learning outcomes, with emotions linked to learning success in mathematics (Ahmed et al., 2013), science (Tobin & Llena, 2014), and foreign language (FL) learning (Dewaele & MacIntyre, 2014; Botes et al. 2022a; Dewaele, Botes et al., 2022).”
BackgroundSelf-citationSolhi, M. (2024) · Journal of Psycholinguistic Research · doi:10.1007/s10936-024-10071-y · Cited by 52
“…state has been affirmed to adversely influence various aspects of language learning and classroom dynamics, includ - ing L2 academic achievement (Dewaele et al., 2023; Zhao & Wang, 2023), L2 resilience (Alrabai & Alamer, 2022), motivated behavior (Pawlak et al., 2022), L2 engagement…”
BackgroundInfluentialLiu, H., Li, X., & Guo, G. (2025) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2024-0013 · Cited by 35
Liu, H., Li, X., & Wang, X. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2491748 · Cited by 37
Dewaele, J., & Meftah, R. (2023) · Journal of the European Second Language Association · doi:10.22599/jesla.94 · Cited by 33
Self-citationBoredom and achievement in L2 learning: a meta-analysis
Li, C., Feng, E., & Li, S. (2025) · Applied Linguistics Review · doi:10.1515/applirev-2024-0266 · Cited by 29
Csizér, K., & Albert, Á. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00808-z · Cited by 27
“…anxiety was the first emotion that received increased attention and targeted research efforts (Horwitz et al., 1986; MacIntyre & Gardner, 1991); however, currently studying language learning enjoyment has become increasingly popular (Dewaele & MacIntyre, 2014; Dewaele et al., 2022b; Zeng, 2021).”
Ma, L., Liu, L., Luo, S., & Liu, J. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2298691 · Cited by 32
“On the one hand, previous studies have recognised a negative correlation between anxiety and academic performance (e.g. Botes, Dewaele, and Greiff 2020; Dewaele, Botes, and Greiff 2023).”
Liu, E., & Wang, J. (2023) · International Journal of Multilingualism · doi:10.1080/14790718.2023.2177653 · Cited by 36
Wang, Y., Liu, W., & Li, S. (2026) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2026.2679605 · Cited by 42
Zou, M., Reinders, H., & Amjad, F. (2025) · ReCALL · doi:10.1017/s0958344025100360 · Cited by 41
“Research is very limited in exploring the antecedents and consequences of FLB in an informal digital language learning context (Dewaele et al ., 2023).”
InfluentialSolhi, M., Shirvan, M. E., & Benlioğlu, B. (2024) · System · doi:10.1016/j.system.2024.103493 · Cited by 33
Yang, L., & Lin, Y. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2391376 · Cited by 32
Tang, L., Zhang, C., & Cui, Y. H. (2024) · Language Teaching Research · doi:10.1177/13621688241265211 · Cited by 31
Zhang, T., Zhang, R., & Peng, P. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104353 · Cited by 25
Fattahi, N., Ebn-Abbasi, F., Botes, E., & Nushi, M. (2023) · Language Teaching Research · doi:10.1177/13621688231194286 · Cited by 33
“This exploratory hypothesis also answers the call made by Dewaele, Botes, and Greiff (2023) to consider possible complex underlying relationships between emotion variables themselves.”
Self-citationZhao, Y., & Yang, L. (2023) · System · doi:10.1016/j.system.2023.103068 · Cited by 23
Yang, M., Wu, X., & Deris, F. D. (2025) · British Educational Research Journal · doi:10.1002/berj.4184 · Cited by 27
RetractedYang, K., Gan, Z., & Sun, M. (2024) · Language Teaching Research · doi:10.1177/13621688241268891 · Cited by 26
Zhou, M., & Wang, X. (2024) · PLoS ONE · doi:10.1371/journal.pone.0310281 · Cited by 31
Enjoyment in foreign language learning: A systematic review
Zhang, Z., Gao, X. A., & Liu, T. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e37215 · Cited by 36
“%) also identified teacher variables that contributed to FL learners ’ enjoyment, including teachers ’ frequent use of FL [44], unpredictability [45], friendliness [11], jocularity [46], extroversion [47], and use of activating teaching methods [48] and learning support [49].”
BackgroundGhasemi, A., & Noughabi, M. A. (2024) · Computer Assisted Language Learning · doi:10.1080/09588221.2024.2424321 · Cited by 25
“From a theoretical viewpoint, the significant direct influence of FLPoM on language learners’ FLLB and WTC is in line with the tenets of positive psychology, which highlights the crucial role of positive psychological states in language education (Derakhshan et al., 2022; Dewaele et al., 2023).”
(L2) grit, emotions, and motivated learning behavior: The case of English majors in Hungary
Csizér, K., Pawlak, M., Albert, Á., & Kruk, M. (2024) · Language Teaching Research · doi:10.1177/13621688241296857 · Cited by 27
The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom
Shirvan, M. E., Taherian, T., Pawlak, M., & Kruk, M. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12595 · Cited by 18
Ma, L., Xiao, L., Liu, N., & Liu, J. (2023) · Language Teaching Research · doi:10.1177/13621688231217026 · Cited by 18
“Given the communicative nature of language learning, teachers play a crucial role in shaping the emotions of FL learners, particularly positive emotions like enjoyment (Dewaele et al., 2018, 2023; Li, 2022).”
Feng, E., Zhao, X., & Wang, H. (2023) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0087 · Cited by 21
Shirvan, M. E., Taherian, T., Pawlak, M., & Kruk, M. (2024) · Language Learning Journal · doi:10.1080/09571736.2024.2384484 · Cited by 20
Abbott, M. L., & Lee, K. (2023) · System · doi:10.1016/j.system.2023.103061 · Cited by 22
Ying, X., & Liu, M. (2023) · Education Sciences · doi:10.3390/educsci13050436 · Cited by 16
Exploring the Relationship Between Emotions and FLL Achievement: A Meta-Analysis
He, N., Cao, R., & Mou, C. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00850-5 · Cited by 22
“This finding contradicts previous results that reported more substantial FLCA effects than FLE on language achievement (Dewaele et al., 2022; Li et al., 2020).”
What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology
Zhi-jie, W., Shen, B., & Zhang, Y. (2024) · System · doi:10.1016/j.system.2024.103337 · Cited by 18
A latent profiling approach to foreign language enjoyment and L2 achievement
Gao, M. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2380391 · Cited by 18
“Several studies have not found a positive predictive effect of FLE on English achievement (Dewaele, Botes, and Greiff 2023; Khajavy and Aghaee 2022) and vice versa (Dewaele and Dewaele 2017; Dewaele and Li 2022).”
InfluentialLi, Z., & Li, X. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03049-7 · Cited by 27
Wang, C.-H., & Zou, B. (2025) · International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2024-0310 · Cited by 24
Dong, S., Wang, H., & Dong, J. (2025) · System · doi:10.1016/j.system.2025.103900 · Cited by 19
Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective
Piniel, K., & Albert, Á. (2024) · Language Learning · doi:10.1111/lang.12686 · Cited by 13
“…to academic success and negative emotions like apathy and boredom to failure (Pekrun et al., 2002), in SLA, investigations into emotions and motivation (MacIntyre & Vincze, 2017; Saito et al., 2018) and emotions and language learning achievement (Dewaele et al., 2023a; Shao et al., 2020) are new.”
The relationship between boredom and second language achievement: A multilevel meta-analysis
Huang, F., & Zhang, H. (2025) · Studies in Second Language Acquisition · doi:10.1017/s0272263125000142 · Cited by 18
“Positive psychology emphasizes enhancing positive emotions and reducing negative ones to improve the overall learning experience, which fosters a balanced emotional state essential for effective learning (Dewaele et al., 2023; MacIntyre & Mercer, 2014).”
InfluentialZhao, X., Liu, G., Liu, E., & Shirvan, M. E. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2539922 · Cited by 13
“Boredom has become one of the most salient and popular topics in SLA (Derakhshan et al. 2024; Dewaele, Botes, and Greiff 2023; Li 2025; Li et al. 2024).”
Ma, L., Liu, L., & Liu, J. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2418353 · Cited by 13
Factor structure and psychometric properties of the L2 teacher boredom scale
Kruk, M., Pawlak, M., Shirvan, M. E., & Taherian, T. (2024) · System · doi:10.1016/j.system.2024.103403 · Cited by 13
Li, B., Ma, L., & Zhang, L. J. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2367566 · Cited by 19
Man, D., Du, G., Fu, A., & Liu, L. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2385048 · Cited by 12
“For example, Dewaele, Botes, and Greiff (2023) found that anxiety was a significant predictor of foreign language (FL) achievement of 332 FL learners from all over the world, whereas the study by Tsang and Dewaele (2023) based on 111 primary school students reported no significant effect of anxiety…”
Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)
Pawlak, M., Botes, E., Kruk, M., & Stempfer, L. (2025) · Language Teaching Research · doi:10.1177/13621688251368647 · Cited by 12
Self-citationZhi-jie, W., Zhao, Q., & Ma, Y. (2024) · System · doi:10.1016/j.system.2024.103548 · Cited by 11
Explaining the penetrating role of technology in online foreign language learning achievement
Huang, F.-W., & Zhang, H. (2024) · Foreign language annals · doi:10.1111/flan.12781 · Cited by 9
Factor Structure and Psychometric Properties of the L2 Savoring Beliefs Inventory
Shirvan, M. E., Taherian, T., Kruk, M., & Pawlak, M. (2024) · International Journal of Applied Positive Psychology · doi:10.1007/s41042-024-00174-1 · Cited by 10
“…domain (Seligman & Csikszentmihalyi, 2000) has prompted researchers to conceptualize the essential constituents of positive personal experience across various fields, such as psycholinguistics (Dewaele et al., 2023 ; Elahi Shirvan & Taherian, 2020 ; Kruk et al., 2022 ; Li et al., 2023).”
Zhao, T., & Xi, L. (2024) · Language Teaching Research · doi:10.1177/13621688241240676 · Cited by 13
Shao, K., Jiang, A. L., Kutuk, G., & Parkinson, B. (2025) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.40352 · Cited by 11
Peng, Q., Liang, S., Ravindran, L., Li, N., & Zheng, A. (2024) · Current Psychology · doi:10.1007/s12144-024-06378-7 · Cited by 9
“A comprehensive understanding of the complex emotions and motivations encountered by non-native speakers of for - eign languages can help teachers refine their pedagogical approaches and improve learning outcomes for their stu - dents (Dewaele et al., 2023 ).”
Liu, M. (2024) · Sustainability · doi:10.3390/su16135395 · Cited by 10
Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners
Yeung, S. S., Tsang, A., Lam, W. C., & Law, T. S. T. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2187397 · Cited by 11
Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners
Acosta-Manzano, I., Barrios, E., & Mata, J. G. (2023) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2159966 · Cited by 14
Enferad, R., Amirian, S. M. R., Noughabi, M. A., MacIntyre, P. D., & Ringeisen, T. (2025) · Language Teaching Research · doi:10.1177/13621688251352279 · Cited by 12
Effect size guidelines for individual differences in L2 learning studies: A second-order synthesis
Botes, E., Resnik, P., Greiff, S., & Stempfer, L. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102721 · Cited by 17
Self-citationHuang, F., & Zhang, H. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2497496 · Cited by 11
Zou, M., Soyoof, A., & Amjad, F. (2025) · RELC Journal · doi:10.1177/00336882251372643 · Cited by 12
Nakanishi, Y., & Takeuchi, O. (2024) · Research Methods in Applied Linguistics · doi:10.1016/j.rmal.2024.100167 · Cited by 9
Chou, M. (2024) · Psychology in the Schools · doi:10.1002/pits.23353 · Cited by 8
Huang, F., & Zhang, H. (2024) · System · doi:10.1016/j.system.2024.103507 · Cited by 8
Zhou, L., Lochtman, K., & Xi, Y. (2024) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.29705 · Cited by 10
Xiao, J., & Zhang, Y. (2024) · International Journal of English Language Studies · doi:10.32996/ijels.2024.6.2.7 · Cited by 9
“For example, Dewaele et al. (2023) conducted a survey among FL learners across the globe studying a wide array of foreign languages.”
BackgroundInfluentialSources and outcomes of distressing emotions in directed motivational currents
Sak, M., & Pietluch, A. (2024) · System · doi:10.1016/j.system.2024.103317 · Cited by 9
What is Most and Least Enjoyable in the EFL Classroom? A Large-scale Inductive Qualitative Study
Tsang, A., & Lee, K. F. K. (2024) · RELC Journal · doi:10.1177/00336882241292090 · Cited by 7
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele
Dewaele, J.-M. (2023) · System (Linköping) · doi:10.1016/j.system.2023.103140 · Cited by 5
Self-citationPawlak, M., Kruk, M., & Botes, E. (2026) · Language Teaching Research · doi:10.1177/13621688251412206 · Cited by 8
Self-citationWang, R., & Xu, Q. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1702948 · Cited by 18
Liu, H., Lu, X., & Yan, Y. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06123-w · Cited by 6
A meta-analysis of the impact of boredom on language achievement
Li, S., & Yang, L. (2025) · Language Teaching Research · doi:10.1177/13621688251352288 · Cited by 7
Staedtler, A., Querol-Julián, M., Hernández, E. S., & Botes, E. (2025) · System · doi:10.1016/j.system.2025.103697 · Cited by 5
Self-citationLam, A. L.-K., & Tsang, A. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2486148 · Cited by 6
Chou, M. (2025) · SAGE Open · doi:10.1177/21582440251340552 · Cited by 6
“Recent research has demonstrated positive links between foreign language enjoyment and motivation (Dewaele et al., 2023; Pawlak et al., 2024; Sadoughi & Hejazi, 2023).”
Han, S.-M., & Liu, E. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00959-7 · Cited by 8
“However, Dewaele et al., (2023a) found that only anxiety significantly predicted achievement among Moroc-can EFL learners, suggesting that the influence of emotions may vary across different educational and cultural contexts.”
Chen, B., Li, Y., & Liu, H. (2024) · European Journal of English Language Studies · doi:10.12973/ejels.4.2.89 · Cited by 6
Hu, P., Gao, B., Fan, J., & Li, K. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2362365 · Cited by 6
“Influenced by the rising interest in Positive Psychology and calls for a holistic consideration of students’ emotions (Dewaele, Botes, and Greiff 2023; Li and Han 2022), language learning research has increasingly focused on a diverse range of emotions over the past decade.”
InfluentialLiu, E., Dewaele, J., & Wang, J. (2026) · Applied Linguistics Review · doi:10.1515/applirev-2023-0176 · Cited by 5
Self-citationLi, J., Li, Y., Wang, H., Chen, J., Li, R., & Zhang, H. (2025) · Language Learning · doi:10.1111/lang.70013 · Cited by 4
“Second, from a cognitive perspective, anxiety uniquely impairs critical language processing functions, such as attentional control, working memory, and lexical access (Beilock & Ramirez, 2011; Dewaele et al., 2023; Eysenck & Derakshan, 2011).”
Boredom strikes back: Triggers and solutions for English as a foreign language teachers
Mahmoudi‐Gahrouei, V., Kruk, M., & Riahipour, P. (2025) · British Educational Research Journal · doi:10.1002/berj.4203 · Cited by 4
Yuan, H., Lv, M., & Wang, W. (2025) · System · doi:10.1016/j.system.2025.103714 · Cited by 9
Arfiandhani, P., & Takeuchi, O. (2025) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-025-00330-3 · Cited by 8
“Within L2 contexts, teachers’ emotions and behavior have been reported to affect students’ L2LE (Dewaele et al., 2023).”
Dewaele, J., Guedat‐Bittighoffer, D., Botes, E., & Dat, M. (2024) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr-2023-0012 · Cited by 6
Self-citationAlmutlaq, S. A. (2024) · Journal of Language Teaching and Research · doi:10.17507/jltr.1505.09 · Cited by 7
Han, J., Geng, X., & You, Y. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12569 · Cited by 7
The stone left unturned: boredom among young EFL learners
Mahmoudi‐Gahrouei, V., Kruk, M., Moafian, F., & Boroujeni, M. F. (2024) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0180 · Cited by 8
Zuo, Y. (2023) · Modern English Education · doi:10.18095/meeso.2023.24.1.238 · Cited by 4
THREE ENTANGLED FOREIGN LANGUAGE LEARNER EMOTIONS ANXIETY, ENJOYMENT AND BOREDOM.
Dewale, J.-M., & Ferrer, M. S. (2022) · Elia · doi:10.12795/elia.2022.i22.08 · Cited by 5
Li, C., Sun, P. P., & Wolpert, M. (2026) · Language Teaching · doi:10.1017/s0261444826101311 · Cited by 3
Metadata
- Authors
- Dewaele, J.-M., Botes, E., & Greiff, S.
- Affiliations
- Birkbeck, University of London (GB)
- University of Vienna (AT)
- University of Luxembourg (LU)
- Corresponding author
- Dewaele, Jean-Marc
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2022-09-07
- Volume
- 45
- Issue
- 2
- Pages
- 461-479
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W4294935572
- Cited by
- 215
- References
- 74
- Citations by year
- 2026: 78 · 2025: 56 · 2024: 56 · 2023: 24 · 2022: 1
- FWCI
- 128.90
- Type
- journal article
- Language
- en
- Open access
- green
- orbilu.uni.lu
- Licence
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, other-oa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- foreign language enjoyment, foreign language anxiety, teacher behavior, foreign language achievement, second language acquisition
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